Context in Text: A Systemic Functional Analysis of the Parable of the Sower

8/10/2019 Context in Text: A Systemic Functional Analysis of the Parable of the Sower

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Context in Text

A Systemic Functional Analysis

of the Parable of the Sower

Philip L. Graber

A dissertation submitted to the Faculty of the Graduate School

of Emory University in partial fulfillmentof the requirement for the degree of

Doctor of Philosophy

Department of New Testament

Graduate Division of Religion

2001


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c2001 by Philip L. GraberAll rights reserved.


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Abstract

The relationship between text and context is a fundamental issue in the inter-pretation of the text of Matthew. The contention of this study is that certainlimited aspects of context are embedded in texts. Systemic functional grammar(SFG) is a linguistic theory oriented toward describing how language functionsin context. This study applies SFG to the Parable of the Sower, the explanationfor Jesus speaking in parables and the interpretation of the parable in Matthew13:123 in order to clarify how language functions in these texts and how thetexts predict limited but important aspects of their own context as a contri-bution to a better understanding of them. Analysis of the synoptic parallelsin Mark and Luke is included to test how differences in context is reflected indifferences between parallel texts. SFG makes explicit the relationships betweenthree linguistically relevant variables of context of situation field, tenor andmode and the semantic functions that realize them experiential, inter-personal, and textual meanings. These kinds of meanings are in turn realizedby grammatical structures that are mapped onto one another in linear text.The analysis of the portion of Matthews narrative points to context in which

the evangelist addresses readers to convey the story of Jesus words and deedswith authority, from a social position of higher status relative to those beingaddressed and a relatively low degree of social contact. The language of the textplays a constituting role in the social activity in which the evangelist is engaged,rather than an accompanying role relative to a social activity, with a degree offormality corresponding to the authoritative status of the writer. The socialactivity in the instantial situation is an explanation in which the evangelist,through Jesus own authoritative words, accounts for differences in the ways inwhich two groups of people respond to him. Those who understand (who arealso being addressed) do so by the enabling actions of God and those who failto understand fail because of their own self-disabling actions.

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Acknowledgements

I am grateful to the New Testament faculty of Emory University for not only al-lowing but encouraging me to pursue my interest in a linguistic theory that is notwell represented in the United States. This pursuit has been made much easierfor me in this project by the careful reading and helpful comments of MichaelGregory, Professor Emeritus at York University in Toronto, an institution inwhich systemic linguistics is well represented. I owe special thanks for the en-couragement and friendship given me by Hendrikus Boers, my adviser, and theenthusiasm with which he helped me to shape an interdisciplinary project thatattempts to be thoroughly linguistic while not ceasing to be a New Testamentdissertation.

In addition, I owe special thanks to all the members of my committee fortheir support in the difficult final stages of the process of graduation. In extraor-dinary circumstances, the faculty and administrators of the Graduate Divisionof Religion gave me extraordinary support and help.

I am indebted to the Session and congregation of the Ronceverte Presbyte-rian Church for their support and encouragement and for generously allowing

their pastor the necessary time and resources to write. I am also grateful toKathy and Bill Shirk, Mary Anna and Tom Brooks, and Judy and Mark Flynnfor providing me with quiet places to stay and write on those occasions.

I could not have completed this project, or even begun it, without the sup-port of my wife, Ann. she encouraged me each step of the way and helped meto maintain perspective, seeing her support for me as a part of her own calling.

Finally, I give thanks to God, by whose grace I live. My desire to hear Godsword and my calling to proclaim that word for others has been and continuesto be my motivation for studying the Bible. Thanks be to the One who speaksthe word of the kingdom and opens hearts to hear and understand it.

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Contents

Abstract iii

Acknowledgements v

1 Systemic Functional Grammar and New Testament Interpreta-tion 11.1 Context and Interpretation . . . . . . . . . . . . . . . . . . . . . 11.2 The Background to Systemic

Functional Grammar . . . . . . . . . . . . . . . . . . . . . . . . . 41.3 Meaning and Context in

Systemic Functional Grammar . . . . . . . . . . . . . . . . . . . 91.3.1 Context: Genre and Register . . . . . . . . . . . . . . . . 91.3.2 Text: Semantic Components of Language . . . . . . . . . 131.3.3 The Relationship between Semantics and Register . . . . 551.3.4 Overview of the Study . . . . . . . . . . . . . . . . . . . . 56

2 The Interpretation of Matthew 13:123 and Parallels 592.1 Kingsbury and Redaction-Criticism. . . . . . . . . . . . . . . . . 622.2 Sellin and Text-linguistics . . . . . . . . . . . . . . . . . . . . . . 642.3 Du Plessis and Pragmatics. . . . . . . . . . . . . . . . . . . . . . 67

3 Ideational Meanings and Field of Discourse 753.1 Logical Meanings:

Relations Between Clauses. . . . . . . . . . . . . . . . . . . . . . 763.2 Activity and Object Focus: Processes, Participants, and Circum-

stances. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 803.2.1 Activity and Object Focus of the Narrative Frame . . . . 803.2.2 Activity and Object Focus of the Parable . . . . . . . . . 843.2.3 Activity and Object Focus of the Parable Rationale . . . 88

3.2.4 Activity and Object Focus of the Parable Interpretation . 923.3 Summary and Conclusions. . . . . . . . . . . . . . . . . . . . . . 99

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4 Interpersonal Meanings and Tenor of Discourse 1034.1 Interpersonal Meanings: Limitations on the Analysis of Written

Texts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1044.2 Status, Contact and Affect: Grammatical Realizations . . . . . . 1 0 5

4.2.1 Status, Contact and Affect in the Narrative Frame . . . . 1074.2.2 Status, Contact and Affect in the Parable . . . . . . . . . 1104.2.3 Status, Contact and Affect in the Parable Rationale . . . 1144.2.4 Status, Contact and Affect in the Parable Interpretation . 120

4.3 Summary and Conclusions . . . . . . . . . . . . . . . . . . . . . . 126

5 Textual Meanings and Mode of Discourse 1315.1 Interaction and Role: Theme and Thematic Development . . . . 132

5.1.1 Interaction and Role in the Parable . . . . . . . . . . . . 1355.1.2 Interaction and Role in the Parable Rationale . . . . . . . 1 4 15.1.3 Interaction and Role in the Parable Interpretation . . . . 146

5.1.4 Interaction and Role in the Narrative . . . . . . . . . . . 1565.2 Summary and Conclusions . . . . . . . . . . . . . . . . . . . . . . 161

6 Conclusions: Context in the Text of Matthew 13:123 and Par-allels 1656.1 The Context of Situation within Mt 13:123 and Parallels . . . . 1666.2 The Context of Situation of Mt 13:123 and Parallels. . . . . . . 1686.3 Meanings and Issues of Interpretation in Mt 13:123 and Parallels1716.4 Areas for Further Research . . . . . . . . . . . . . . . . . . . . . 174

A Clause Level Analysis of Experiential, Interpersonal and Tex-tual Meanings in Mt 13:123 177

B Clause Level Analysis of Experiential, Interpersonal and Tex-tual Meanings in Mk 4:120 197

C Clause Level Analysis of Experiential, Interpersonal and Tex-tual Meanings in Lk 8:415 215


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List of Figures

1.1 Simple model of language as a communication conduit . . . . . . 71.2 System of Circumstances. . . . . . . . . . . . . . . . . . . . . . . 161.3 Relational Processes System . . . . . . . . . . . . . . . . . . . . . 221.4 System of Process Types. . . . . . . . . . . . . . . . . . . . . . . 24

2.1 Narrative Frames in Mt 13:123. . . . . . . . . . . . . . . . . . . 69

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List of Tables

1.1 Speech Function Pairs (Initiations and Responses) . . . . . . . . 261.2 Modal Adjuncts. . . . . . . . . . . . . . . . . . . . . . . . . . . . 281.3 Theme-Rheme Analysis of Acts 8:914 . . . . . . . . . . . . . . . 471.4 A Grammatically Simple, Lexically Complex Clause (Hebrews

1:34) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 521.5 Theme in Philemon 1014 . . . . . . . . . . . . . . . . . . . . . . 53

3.1 Processes & Participants by Process Type in Mt 13:13a, 10a,11a (Narrative Frame) . . . . . . . . . . . . . . . . . . . . . . . . 81

3.2 Processes & Participants by Process Type in Mk 4:12, 9a, 1011a, 13a (Narrative Frame) . . . . . . . . . . . . . . . . . . . . . 82

3.3 Processes (Verbal) in Luke 8:4, 8c, 9a, 10a (Narrative Frame) . . 833.4 Processes & Participants by Process Type in Mt 13:3b9 (Parable) 843.5 Processes & Participants by Process Type in Mk 4:38, 9b (Parable) 863.6 Processes & Participants by Process Type in Lk 8:58b, 8d (Para-

ble) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 873.7 Processes & Participants by Process Type in Mt 13:10b, 11b17

(Rationale) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 893.8 Processes & Participants by Process Type in Mk 4:11b12 (Ra-

tionale) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 903.9 Processes & Participants by Process Type in Lk 8:9b, 10b (Ra-

tionale) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 913.10 Processes & Participants by Process Type in Mt 13:1823 (Para-

ble Interpretation) . . . . . . . . . . . . . . . . . . . . . . . . . . 933.11 Processes & Participants by Process Type in Mk 4:13b20 (Para-

ble Interpretation) . . . . . . . . . . . . . . . . . . . . . . . . . . 973.12 Processes & Participants by Process Type in Lk 8:1115 (Parable

Interpretation) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

4.1 Interpersonal Elements in Mt 13:13, 10, 11 (Narrative Frame) . 1074.2 Interpersonal Elements in Mk 4:12, 9, 1011, 13 (Narrative Frame)1084.3 Interpersonal Elements in Lk 8:4, 8, 910 (Narrative Frame) . . . 1084.4 Types of Adjuncts in the Narrative Frame . . . . . . . . . . . . . 1094.5 Types of Non-major Clauses in Adjuncts in the Narrative Frame 1104.6 Interpersonal Elements in Mt 13:39 (Parable) . . . . . . . . . . 111

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4.7 Interpersonal Elements in Mk 4:38 (Parable) . . . . . . . . . . . 1114.8 Interpersonal Elements in Lk 8:58 (Parable) . . . . . . . . . . . 112

4.9 Mood in the Parable of the Sower (ranking clauses only) . . . . . 1134.10 Types of Adjuncts in the Parable of the Sower . . . . . . . . . . 1134.11 Types of Non-major Clauses in Adjuncts in the Parable of the

Sower . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1144.12 Interpersonal Elements in Mt 13:1117 (Rationale) . . . . . . . . 1144.13 Interpersonal Elements in Mk 4:1112 (Rationale) . . . . . . . . 1164.14 Interpersonal Elements in Lk 8:10 (Rationale) . . . . . . . . . . . 1174.15 Mood in the Rationale for the Parables (ranking clauses only, not

including initiating question) . . . . . . . . . . . . . . . . . . . . 1184.16 Modality and Polarity in the Rationale for the Parables (ex-

pressed through Predicator constituents) . . . . . . . . . . . . . . 1194.17 Expressions of Modality in the Rationale for the Parables . . . . 1194.18 Types of Adjuncts in the Rationale for the Parables . . . . . . . 1204.19 Participial Phrases as Adjuncts in the Rationale for the Parables 1204.20 Interpersonal Elements in Mt 13:1823 (Interpretation) . . . . . 1214.21 Interpersonal Elements in Mk 4:1320 (Interpretation) . . . . . . 1 2 24.22 Interpersonal Elements in Lk 8:1115 (Interpretation) . . . . . . 1234.23 Mood in the Interpretation of the Parable (ranking clauses only) 1244.24 Modality and Polarity in the Interpretation (expressed through

Predicator constituents) . . . . . . . . . . . . . . . . . . . . . . . 1254.25 Types of Adjuncts in the Interpretation of the Parable . . . . . . 1 2 54.26 Types of Non-major Clauses as Adjuncts in the Parable Interpre-

tation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

5.1 Theme in the Parable (Mt 13:39) . . . . . . . . . . . . . . . . . 1365.2 Theme in the Parable (Mt 13:39) . . . . . . . . . . . . . . . . . 1395.3 Theme in the Parable (Mk 4:39) . . . . . . . . . . . . . . . . . . 1395.4 Theme in the Parable (Lk 8:58) . . . . . . . . . . . . . . . . . . 1415.5 Theme in the Rationale (Mt 13:1017) . . . . . . . . . . . . . . . 1425.6 Theme in the Rationale (Mk 4:1112) . . . . . . . . . . . . . . . 1455.7 Theme in the Rationale (Lk 8:910) . . . . . . . . . . . . . . . . 1455.8 Theme in the Interpretation (Mt 13:1823) . . . . . . . . . . . . 1465.8 Theme in the Interpretation (Mk 4:1320) . . . . . . . . . . . . . 1535.9 Theme in the Interpretation (Lk 8:1115) . . . . . . . . . . . . . 1555.10 Theme in the Narrative Frame of Matthew 13:123 . . . . . . . . 1565.11 Theme and Method of Development in Matthew 13:123 . . . . . 1575.12 Theme in the Narrative Frame of Mark 4:120 . . . . . . . . . . 1605.13 Theme in the Narrative Frame of Luke 8:415 . . . . . . . . . . . 161


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Chapter 1

Systemic Functional

Grammar and New

Testament Interpretation

1.1 Context and Interpretation

The role of context in the interpretation of the Gospel according to Matthewhas been a fundamental issue in the history of scholarship. To some extentthe development of historical criticism of Matthew has been an attempt toplace Matthew in its proper historical context, often deriving that context fromthe gospel itself. Attention to source criticism and the history of traditions

increasingly resulted in the fragmentation of the synoptic gospels and a lack ofconcern for their individual contexts as whole gospels by placing the focus on thevalue of the gospels as historical documents. Form criticism began to address thequestion of the contexts of the gospels themselves, e.g., Martin Dibelius (1961,first published in 1919) conclusion that preaching is the Sitz im Leben of mostgospel material. Krister Stendahls (1954) important study challenged Dibeliusconclusions and those of G. D. Kilpatrick (1946), who stated that Matthew inparticular was the record of material used liturgically. Stendahl drew the limitedbut very significant conclusion from careful analysis of Old Testament citationsin the text that the context of Matthew was to be found in a school whichset about producing material for the training of church leaders and teachers.1

With the rise of redaction criticism, studies of Matthew gave attention to thetheological context of Matthew.2 With each of these developments in historical

1This conclusion was based on an examination of the relationship of the scripture citedin Matthew with available versions, and a comparison of some of the formula citations withknown examples ofpesher midrash.

2See especially Jack Dean Kingsburys work on Matthew 13 (Kingsbury 1969), which willbe treated in Chapter 2 below, and on the structure and theology of the gospel as a whole(Kingsbury 1975).

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2 Systemic Functional Grammar and NT Interpretation

criticism, the focus moved further from the historical setting of Jesus and closerto the setting of the actual documents in their canonical form. This movement

reflected an increasing awareness of how modest is the amount of historicalinformation that can be derived from the texts, including information aboutthe contexts of the texts.

Nevertheless, in the past two decades or so, there has been an increas-ing interest in the social and historical context of Matthew. Stephenson H.Brooks (1987) attempted to understand the development of Matthews commu-nity against the backdrop of formative Judaism through an analysis of Mat-thews special (M) material into distinct layers of tradition. Andrew J. Over-man (1990) also studied the relationship between Matthews gospel and for-mative Judaism, but using sociological methods.3 Bruce Malina and JeromeNeyrey (1988) used methods derived from anthropology to contextualize cul-turally the labels given to Jesus in the conflict stories of Matthew. Daniel J.Harringtons (1991) commentary on Matthew is a sustained argument for theplace of the Matthean community in the context of formative Judaism. Thesecond edition of Robert H. Gundrys (1994) commentary bore a new subti-tle (A Commentary on His Handbook for a Mixed Church under Persecution)that demonstrated an increased interest in the whole question of the contextof the gospel in relation to formative Judaism. Anthony J. Saldarini (1994), inMatthews Christian Jewish Community, addressed this issue using an eclecticassortment of methods, but leaning heavily on sociology.4

As non-historical methods are increasingly supplementing and even replacinghistorical ones in an effort to derive context from texts as the basis for inter-preting the same texts, certain questions arise. Apart from the fact that someinformation about the historical setting of the texts is available independent ofthe texts as background to them, and non-historical methods no longer view

the texts primarily as historical sources, such methods are nevertheless depen-dent on the texts as the primary source for information about the [rhetorical,sociological, etc.] context. Is the reconstruction of context a matter of buildinga speculative, hypothetical context that can shed light on certain interpretivematters in a given text, or are any aspects of context actually embedded intext? If the reconstruction of context is only speculation, then the text loses itsown voice and interpretation becomes creative construction of meaning usingthe text as a point of departure or inspiration, but not a conversation partnerwith its own voice. In order for the text to speak from a standpoint other thanthat which is provided by the interpreter, the text must convey something ofits own context. If this is the case, how much of context, and exactly which

3He consciously abandoned historical methods in favor of sociological ones, demonstratingthe dangers of building on historical speculation (e.g., by debunking the scholarly myth of the

Council of Jamniah). However, he ended up engaging in historical speculation himself byconcluding that the Matthean community should be located in Galilee rather than in Syria,and most probably in Sepphoris.

4This is not intended to be a complete listing of scholarship which is focused on thecontext of Matthew, but a representative sampling. Other notable examples include Amy-JillLevines (1988) study, and David Balchs (1991)collection of papers on the social history ofMatthew.


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Context and Interpretation 3

aspects of context, can be legitimately derived from a text, and what methodsare available for doing so?

Linguistics promises to address the relationship between text and context.In specialized areas, such as pragmatics and sociolinguistics, linguistics makesexplicit the relationship between how the language of the text works and the con-text in which it works. Pragmatics is concerned with cultural information thatspeakers/writers presuppose that hearers/readers share with them, informationthat appears in the speech situation rather than in the text. Sociolinguisticsis concerned with language as behavior in the context of a social system, withwhat is appropriate in context (as opposed to what is grammatical regardlessof context). Linguistics as a whole discipline is concerned with how the vari-ous components of language function, both in relation to one another, and inthe way people use language. This concern makes linguistics especially usefulin addressing questions of context. Linguistic theories are created to exploreand explain something about the nature of language, including how language isused in social contexts, and texts (including New Testament texts) provide thedata for such exploration. Linguistics therefore offers analytical tools that areappropriate to identifying and organizing texts in a systematic way as a steptowards the process of interpretation.

Linguistics could be useful for the New Testament interpreter by compensat-ing for the interpreters lack of native familiarity with the language of the NewTestament. One who has an ability in a living language knows how to do thingswith the resources of that language, how to communicate, how to accomplishcertain tasks in concrete communicative contexts. Such a person also has theability to recognize what others are doing in their use of the language. Thisability, this knowing how, is not like the ability of a knowledgeable sports fanwho can recognize and talk about good and bad performance, violations of the

rules, etc. It is instead like the knowledge of a well-trained athlete who knowshow to play the game from years of repetition, and who recognizes moves notin order to talk about them, but so as to be able to react, seemingly withouteffort. In this respect, the well-trained scholar is a knowledgeable fan who willnever be able to play the game. Linguistics offers to the interpreter a way ofacquiring explicitly at least in part what people once possessed implicitly byliving in the social context of the language of the texts. To push the sportsanalogy further, linguistics offers the interpreter the opportunity to become aneducated play-by-play analyst or commentator, describing and explaining whatthe producers of the text did by means of implicit knowledge and without ex-plicit analysis. In the process, this text-oriented discipline has the potential toprovide the interpreter with the resources to predict what aspects of the contextare likely to be embedded in a text, as well as methods for determining how to

look for them.Systemic functional grammar is a current linguistic theory that suits the

purposes of the New Testament interpreter by systematically examining textsin terms of the ways in which the language of the texts functions, and the waysin which the functions relate to context. Not all linguistic theories are function-ally oriented in the sense of studying languages in terms of how they are used


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and how they are structured for use. Some linguistic theories, by contrast, areoriented toward describing languages as formal systems. Nor are all pragmatic

and sociolinguistic theories rooted in an overall linguistic model that makes ex-plicit the relationship between aspects of context and the grammatical functionsof particular texts. Pragmatics and sociolinguistics as sub-disciplines grew outof a need to recognize language use in context within the framework of linguisticmodels that describe languages as formal systems. The orientation of systemicfunctional grammar towards function in context can best be understood in re-lation to the background of the development of twentieth century linguistics,a development which has given rise to both functional and formalist theories.We will see that the development of systemic functional linguistics as a com-prehensive linguistic theory that has its origins in functionalist anthropology isparticularly well suited to our task of exploring the functions of text in context.

1.2 The Background to SystemicFunctional Grammar

In the nineteenth century scholars viewed languages as entities analogous toliving organisms that could be seen to change and develop over time. Lan-guages could be named, and their genetic relationships to one another couldbe identified. Scholars looked at languages comparatively, noting differencesand similarities, and accounting for these in terms of development and evolu-tion. Spanish and Italian, for example, were more similar to each other thaneither was to German. Their similarities were explained in terms of their de-scending from the common ancestor, Latin. The scholars were interested inunderstanding the processes by which these languages came to differ. They

were not interested in understanding language as such, or in the structure ofa particular language from the standpoint of those who speak it.Modern linguistics was born when scholars began to look at language from

the perspective of its speakers (Sampson 1980, 37). This perspective is syn-chronic, viewing language at one point in time, in contrast to the diachronicperspective that dominated the nineteenth century. The shift to modern, i.e.,synchronic, linguistics is usually associated with Ferdinand de Saussure andthe posthumous publication by his students of the Cours de linguistique gen-erale (de Saussure 1916). He no longer viewed language as an entity to beobserved from the outside as it changes on its journey through time. Instead,he viewed language from the inside, as a system (langue), frozen at a single pointin time. System represents the potential of the language, the possibilities forwhat speakers can say. This potential is defined by paradigmatic relationships,

relationships between signs in the system. For example, in Standard English,there are two choices for first person pronouns in the subject position: I andwe. In the sentence, xwent to work, a speaker referring to her- or himselfcan say I went to work, or, if others are included, We went to work. Thesignificance of the choice of terms in this case is determined by the fact that


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Background to Systemic Functional Grammar 5

there are only two terms for this purpose in the system, one singular and oneplural. If, however, there were also a choice of a dual term, then the significance

of we as a plural would be different, because choosing it would exclude thedual meaning. Furthermore, if there were an additional term for inclusive plu-ral (we including you) and we were used for exclusive plural (we but notyou), the significance of the term we would once more be changed because itsrelationship to other terms in the system would be different. It is in this senseof language as system (langue) that Saussure saw language from the perspectiveof its speakers, for whom (as speakers) the history of the language is irrelevant.As they speak, only the state of the system at that moment is important.

Saussure looked at the system as a property of the whole community ofspeakers, independent of what any particular speaker actually says (parole).This system, according to Saussure, exists apart from what people actually say,the contexts in which they say it, and what they talk about. In this way thelanguage as system (langue) resembles any social convention, or a societys legalsystem. The system as a whole is not completely within the grasp of any par-ticular individual. Saussure was not interested in studyingparole, what peopleactually said, for its own sake; his interest was in langue, the system, whichenabled people to say things. His ideas were influential in the development ofstructuralism and post-structuralism, as well as structural anthropology andsemiotics (e.g., Levi-Strauss 1966; Propp 1968; Greimas 1966; Barthes 1968;Derrida 1976; Culler 1975). These approaches sought to uncover deep struc-tures underlying actual discourse, continuing Saussures concern with language(langue) which made actual discourse (parole) possible. Saussures conceptionof language as system, as potential, was a major contribution to the study oflanguage in terms of its functions, even though his focus was not on the functionsof actual discourse in particular contexts.

While Saussure was giving his lectures on synchronic linguistics in Paris in1911, the Czech linguist Vilem Mathesius was publishing his own independentwork on a non-historical approach to the study of language, an approach thatviewed language in terms of function in context (Mathesius 1964). A group oflinguists known as the Prague School gathered around Mathesius in the 1920sand interacted with one another before they were scattered by World War II.5

They analyzed a given language with a view to showing the respective functionsplayed by the various structural components in the use of the entire language(Sampson 1980,103). Prague School linguists occasionally followed Saussure bydefining the function of a linguistic element in terms of its place in a system,but the major concern in their functionalist approach was with what people dowith language. Mathesius(1964, 22) denied that linguistics and stylistics (orrhetoric) differed in their materials, arguing that they differed only in their aims.

While linguistics aims to discover all of the materials available in a language,and the potentiality of their usage, stylistics aims to examine only how givenmaterials are used in a concrete literary work. In other words, Mathesius was not

5Among the more famous Prague School linguists, in addition to Mathesius, were thewell-known Russian linguists Nikolai Trubetzkoy and Roman Jakobson.


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interested in describing language as system (langue) independent of how peopleuse it, but language as resource (system and structures) for doing the things

that people do with it. Texts are not simply the data from which languecan beabstracted, but provide the actual materials of linguistics, just as they providethe materials for stylistics. This approach to the study of language providesa model for linguistic analysis as it applies to the systematic examination oftexts, with a concern for understanding how the language of the texts functionsin actual contexts.

Another development was systemic functional grammar, which arose fromthe London School of linguistics, a parallel development to the Prague School.Scholars from these two traditions have been in frequent conversation.6 A signif-icant difference between the development of British and continental linguisticshad to do with the particular languages which served as the objects of study. Onthe continent, the European languages which were already known to the linguistswere the objects of study. British linguistics in the early twentieth century, likeAmerican linguistics of the same period, known as American descriptivist lin-guistics, developed in the context of the study of non-Indo-European languages.In the case of American descriptivism, the impetus for development was thepresence of numerous Native American languages. In the British case, linguis-tics developed in the context of the variety of languages throughout the BritishEmpire.7 The motive for studying these languages ranged from needing to learnand use them, to the teaching of English to native speakers of other languages,all of which was intended to serve the administration of the Empire, includingthe construction of language policies. The latter task involved understandingthe roles languages play in social interaction and how they function sociologi-cally. So, for example, an expression which may appear innocent to an outsidercould prove offensive to insiders in the context in which it is made. Concerns

such as these have influenced the development of systemic functional grammar.J. R. Firth,8 the first Professor of General Linguistics in England and founderof the London School, developed his theory in conversation with his colleague,the anthropologist Bronislaw Malinowski. Malinowskis functional anthropologycontributed the notion that language is a mode of action. It is a specialized kindof observable behavior that people engage in within particular cultural and

6Another major functional school not discussed in this study is the Copenhagen Schoolrepresented by Louis Hjelmslevs (1970) glossematics and Sydney Lambs (1966) stratifica-tional linguistics. Other function-oriented models include the text linguistics of Robert deBeaugrande and Wolfgang Dressler (1981); Simon Diks (1980)functional grammar, and JanFirbas (1992)functional sentence perspective, which follow most closely the trajectory begunby the Prague School; Ilah Flemings (1988) adaptation of Sydney Lambs stratificationallinguistics; Kenneth Pikes (1971; 1981) tagmemics; Victor Yngves (1986) human linguistics,etc. All of these models share a lot in common, and their differences are minor compared to

their points of agreement.7J. R. Firth, the founder of the London School of linguistics discussed below, gainedfirst-hand experience of a variety of languages during tours of duty in India, Afghanistan andAfrica during World War I (Butler 1985, 1).

8SeeButler (1985, 113) for an extended discussion of Firth as background to Hallidaysdevelopment of systemic functional linguistics, including Malinowskis influence on Firth andHalliday.


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Background to Systemic Functional Grammar 7

Senders encode ideas Channel decode ideas Receiversmind mind

Figure 1.1: Simple model of language as a communication conduit

social environments. This idea stands in contrast to the portrayal of languageas a conduit for transporting ideas or meanings from one mind to another, asdepicted in Figure1.1.

In contrast in a systemic functional approach, meaning is the function oflanguage; it is what people do in their use of language (Firth 1957, 182 andall of chapter 14, Personality and language in society). Conveying ideas is

only one of the things people do with language. From a functional point ofview, meaning, including conveying ideas, is something that people do ratherthan something language has. This notion of function is not limited to theperformatives of speech act theory (I hereby promise. . . ), or even to speechacts as such.9 Rather, all language is a mode of action which functions inrelation to context. That is, Firth did not understand function only as theparadigmatic relationship between elements in a system. He also saw functionas the relationship between context and the particular choices that are made ina system that result in particular structures in a text, or particular linguisticbehaviors in a context.

This understanding of language as system was different from Saussures no-tion of langue. For Firth, language was polysystemic. That means that lan-guage consists of multiple paradigmatic systems. People regularly use language

to do a variety of things in different contexts by simultaneously making choicesin each of these different systems. For example, one system might consist ofchoices concerning the communication of information about the world, anotherhow information is to be structured for a given purpose,10 and another the re-lationship between the communicants. Not every system is operative in everycontext. For example, phatic speech may result from a speaker making choicesin a system governing the relationship between communicants, but making nochoice in a system (i.e., never entering the system) governing communication ofspecific kinds of information about the world. In many contexts, however, peo-ple often do more than one thing at the same time, making choices in severalsystems simultaneously. For example, a speaker may make choices in a sys-tem governing relationships between the communicantsanda system governingcommunication of information about the world, resulting in phatic and informa-

9On speech act theory, see the section on du Plessis and pragmatics in Chapter 2 below(page67).

10E.g., face to face communication with a friend, or written communication to a generalaudience.


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tional functions in the same utterance.11 Meaning is not simply a matter of howsigns are related to one another paradigmatically in a single system that can

be conceived of apart from the context in which language is used (Saussureslangue). Rather, paradigmatic systems define the linguistic choices availableto a speaker or writer precisely for the purpose of acting within the broadercontext, and more narrowly within the specific context. Firth, following Mali-nowski, referred to the broader context as context of culture, and the specificcontext ascontext of situation. According to Firth, language is social in naturenot because langue is shared by a social group12 but because language is usedwithin social contexts, and used to do particular things in those contexts.13

Firths student, M. A. K. Halliday, inherited his understanding of system, fromwhich systemic functional grammar derives its name.

Halliday developed Firths ideas further, especially in the area of syntax.Most of Firths theoretical work had been in the areas of phonology and se-mantics. Hallidays early development of systemic theory, first called scale andcategory linguistics, came in a very practical context. Like his teacher beforehim, he began his career in service of the Empire. Prior to the withdrawal ofthe British from China, Halliday, trained as a Sinologist, was assigned to teachEnglish there. Making use of the concept of systems of choices, he began to workup a grammar of English that reflected the linguistic choices available to a na-tive speaker of English, choices that were realized in normal English sentences.By learning these systems of choices, native speakers of Chinese were enabled toproduce natural sounding English rather than Chinese English. In contrastto the generative grammar of Noam Chomsky, Halliday was more concernedwith what people actually said and with what they were doing when they saidit than with a speakers intuition concerning what sentences were grammaticaland with what the speaker knew about the language to enable such judgments

to be made. From the beginning, systemic theory was developed in the contextof applied linguistic concerns. Many systemic functional linguists hold posi-tions in applied linguistics departments or in English departments where theirconcerns are with teaching composition, teaching English as a second language,or interpreting literary texts. Halliday himself has engaged in the applicationof systemic functional grammar to the interpretation of both literary (Halliday1971) and non-literary texts (Halliday 1994, 36891).

This section has sketched the historical background of systemic functionalgrammar with a focus on the orientation of systemic theory toward understand-ing how language functions in actual texts and how the language of texts relatesto their contexts. As a functionalist model, the focus of systemic functionalgrammar is on meaning in context. The next section will describe the tools ofthis theory, and demonstrate their applicability to the task of the New Testa-

ment interpreter.11This idea of simultaneously realized functions will be discussed in detail below in terms

of three components of the semantic level of language.12I.e., exists in a Durkheimian collective mind (Durkheim 1982).13Firth(1957, ch. 16) criticizes the Saussurean dichotomy of langue and parole.


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Meaning and Context in Systemic Functional Grammar 9

1.3 Meaning and Context in

Systemic Functional Grammar1.3.1 Context: Genre and Register

Systemic functional grammar is one of several functional theories in the currentdiscipline of linguistics which conceives of text as social interaction.14 It is thussuited not only for increasing the interpreters understanding of the languageof the texts to be interpreted, but also for relating those texts to their context.Systemic functional linguists view language as systems of meaning potentialin human interaction that are realized by various structures. The organizingconcept is not structure described by rules, but system.

With the notion of system we can represent language as a resource,in terms of the choices that are available, the interconnection of

these choices, and the conditions affecting their access. We can thenrelate these choices to recognizable and significant social contexts,using sociosemantic networks. . . . The data are the observed facts oftext-in-situation: what people say in real life (Halliday 1978,192).

In other words, systemic linguists study texts as communicative behavior,as meaning production in the context of a culture, the behavioral matrix withinwhich all social interaction takes place.15 The choice to engage in a culturallyrecognized social process is made at the level of the genre plane. J. R. Mar-tin (1992, 505) defines genre as a staged, goal-oriented social process. Aneasily recognizable example of linguistic genre in the New Testament is the non-literary letter. According to work on genre summarized by David Aune (1987,163164), the ancient Greek letter regularly consisted of opening formulas, body,

and closing formulas. Opening formulas include a prescript, consisting of super-scription, adscription, and salutation, often following the pattern: X [nomina-tive] to Y [dative], greetings []; a health wish (which may occur amongthe closing formulas); and a prayer (often of thanksgiving). Optional closingformulas include a closing greeting, a closing farewell, and sometimes the date.This example shows obvious stages of which writers and readers would likely bequite consciously aware, stages by which a goal is achieved through a recognizedsocial process, namely communicating something through letter writing.

While letter-writing is a clear example of a staged, goal-oriented social pro-cess, there are many other such processes defined by a culture of which theparticipants may not be so consciously aware. For example, we might identify

14A good summary of how systemic linguistics relates to other approaches, socially oriented

as well as knowledge oriented, can be found in Halliday 1978,835. In addition to the influenceof Malinowski and Firth, noted above, Halliday was also strongly influenced by the sociologistBasil Bernstein; see especially chapter five of Language as Social Semiotic(Halliday 1978,101107), which is the reprinted forward toBernstein(1973).

15Contrast this with a generative grammar, the goal of which is to represent the linguisticcompetence of a speaker what the speaker knows without regard to context.


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the public lecture as a genre in our own culture, with identifiable stages in a par-ticular order that allow people to achieve certain [educational] purposes within

the context of our culture. We may not know those stages on a conscious level,but we can identify a lecture when we hear one. Part of that identification willbe the use of language within the lecture itself, but there are other aspects ofbehavior associated with this social process that enable us to identify it as a lec-ture and therefore understand it as purposive behavior. Some of these aspects ofbehavior will also be linguistic, such as introductions of the lecturer or questionsaddressed to the lecturer at the conclusion. Others are non-linguistic, such asuse of certain audio-visual aids, the distribution of handouts, or applause eitherat the end of the lecture or following questions. Clearly such stages are notunique to a public lecture genre. It is the configuration of stages as a wholethat makes a particular social process identifiable as a public lecture. Somestages of the process are required for the process to be identifiable as a lecture,and some are optional, as was also clear in the letter-writing example. Thegeneric structure of a social process (i.e., the stages that are actually used) inwhich language is used to accomplish something enables people to do certainthings, like giving lectures or writing letters, and also allows people to identifythis purposive behavior when they see it.

The question of genre, which cannot be discussed in depth within the scopeof this study, can be of interest in connection with the Parable of the Sower,and its interpretation within the context of each of the gospels. Only Markindicates that Jesus was teaching the crowds in speaking the parable (Mk 4:1;cf. Mt 13:3 and Lk 8:4). Nevertheless, the pattern of behavior is clear in allof the synoptic gospels: Jesus sat down in a public place, the crowds gatheredaround him, and he spoke to them. This context of staged behavior must havegiven at least a clue to the overall generic structure of the social process in

which Jesus was engaged that would enable the reader to know what purposewas served within the gospel narrative16 by speaking the parable. The wholequestion of whether parables in general are intended to shed light or to obscureis relevant to the question of genre. It may very well depend on the particularsocial process that is being engaged in when a parable is told. J. G. du Plessis,as we will see in the next chapter, argued that the admonition Whoever hasears, hear! is impolite, since Jesus commands his hearers to understand whenhe has not given them sufficient information to understand (du Plessis 1987,40). Du Plessis made certain assumptions about the genre, about the culturallyrecognized social process in which Jesus was engaging when he made that claim.While this study will not address this question in a comprehensive way, it willprovide some of the data necessary to begin exploring the question of genre. Acomprehensive study of genre would entail significant comparative studies, as

well as the question not only of the culturally recognized process reflected inJesus speech, but also of the culturally recognized process of reporting suchspeech; i.e., the question of the genre of the gospels themselves as wholes.

16I.e., the purpose as the evangelists portray it for the reader, not necessarily the purposethat the historical Jesus may have had in actually speaking the parables.


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In addition to the context of culture (the general context that gives meaningto culturally recognized activities), a text is produced in a specific context of

situation (the instantial situation).17 Choices made on the level of genre arerealized by configurations of context-of-situation variables. In systemic theory,these variables are used to talk about the aspects of the immediate contextthat are embedded in a text. These variables, or aspects of the context ofsituation embedded in a text, are referred to in systemic functional grammar astheregisterplane.18 The register variables arefield,tenor, and mode.19

1. Field of discourse: what is going on in the context, or the kind of activity(as recognized by the culture) in which language is playing some part.Eggins(1994,52) defines field of discourse as what the language is beingused to talk about. This variable includes not only the specific topicof discourse, but also the degree of technicality or speciality on the onehand or everyday quality on the other. For example, a Society of Biblical

Literature seminar on Matthew, a seminary lecture on Matthew, and aSunday School class on Matthew would involve three different fields ofdiscourse, even though the topic is in some sense the same.

2. Tenor of discourse: negotiation of social relationships among participantsin social action, or who is taking part in the exchange, and the interactingroles of those involved in the exchange of which the text is part. In ameeting between a student and a faculty advisor to fill out and/or signa registration form, the role relationship is one of unequal status, andthe degree of social contact and affective involvement might be quite low.This example contrasts to a casual conversation between friends in whichpower or status is equal and contact and affective involvement are bothhigh.

3. Mode of discourse: the role played by language in realizing social action,including the channel (written, spoken, written to be read aloud, etc.) andthe degree to which language constructs what is going on in the contextor merely accompanies it.20 For example, a [good] novel is a carefullycrafted written work in which there is usually no contact between writer

17The terms, and the concepts, context of culture and context of situation, as noted inthe previous section, originated with Malinowski (1923, 1935).

18The distinction between genre and register as distinct communication planes was madeby Martin (1992, 501508). He further distinguishes an ideologyplane above genre, sincea cultures meaning potential is distributed unevenly across social groups and so constantlychanging(1992,507). Ideology codes orientations that constitute a culture and is concernedwith the redistribution of power. Some systemists have followed Martin in distinguishing thesevarious contextual planes (e.g., Eggins (1994)). However, this is a modification of Hallidays

work, which tends to equate genre with register and to define it as the semantic actualizationof context of situation. This study is concerned primarily with the register and semanticplanes, with register understood as Martin defines it.

19Other theories might refer to these as sociolinguistic variables. See also footnote 22.20Halliday includes rhetorical mode (persuasive, expository, etc.) with mode of discourse on

the plane of register (Halliday & Hasan 1989, 12). Martin(1992), who distinguishes betweenregister and genre planes, places rhetorical mode on the genre plane.


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and reader, and certainly no immediate feedback to the writer if any atall, and the written work itself constitutes a social activity which does

not have any bearing on what else may be happening in the immediatecontext of the reader. The example given above of a meeting between astudent and faculty advisor, on the other hand, is characterized by a face-to-face oral mode in which feedback is immediate, and in which the oraltext accompanies a culturally defined social activity and relates explicitlyto the immediate context in which the speakers find themselves.

Public lecture was given as an example above of a genre in the contextof our culture. A particular public lecture would not only have a generic struc-ture, but would also occur in a particular context of situation. For example, aparticular public lecture might be described, in terms of register, as:

field New Testament studies (or perhaps more specifically, the Gospel of Mat-

thew, or the Parable of the Sower, etc.) at a high level of specialization;

tenor professional/teacher/expert to specialist audience (colleagues, non-expert professionals/teachers, and students in the field);

mode formal lecture, written to be read by the author to a group, with visualand aural contact, but with delayed feedback (e.g., questions only at theend, in contrast to casual conversation).

In systemic linguistics, these three variables are deemed to be the only as-pects of the context of situation of a text that are linguistically relevant. It isclear that they are relevant to the cultural context and therefore to the questionof genre, insofar as a genre might be described in part as the limits a cultureplaces on the field, tenor and mode of a text that is used to accomplish a par-ticular social goal. While this project is not concerned directly with genre, it isconcerned with register on two levels. First of all, it is concerned with the field,tenor and mode of the speech, considered as texts, within the gospels. Whatare the interactants (especially Jesus) talking about in the narrative (i.e., whatis thefield)? What are the role relationships between Jesus, the crowds and thedisciples in the speech (i.e., what is the tenor)? What role does language playin the interaction between Jesus, the crowds and the disciples (i.e., what is themode)? Secondly, this project is concerned with the register of the gospel textswhich contain and include the speech of the participants within it. What isMatthew (or Mark or Luke) talking about (field)? What is the role relationshipbetween the evangelist and the audience for which the gospel is written ( tenor)?What role is language playing in the interaction (mode)? Systemic theory pre-

dicts that these aspects of context field, tenor and mode will be embeddedin the text by being realized in the semantic and grammatical structures of thetext.

The hypothesis on which this study is based is that there is a link betweentext and context that will enable us to recover the linguistically relevant aspectsof the context (i.e., register) from an examination of the semantic structures of


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the text. Whereas register describes situational context (albeit linguisticallyrelevant context), the semanticplane, which will be discussed in detail in the

next section, describes systems of linguistic choices, choices which are realizeddirectly by grammatical structures. Just as the grammar and lexicon realizemeaningful choices made on the semantic plane, so the functions on the semanticplane realize the values of the register variables. Systemic functional grammaranalyzes the semantics of a language and the situational contexts in which thelanguage is used in such a way that each serves to predict the other (Halliday& Hasan 1989, 45). This predictability is the link between text and context,such that listeners or readers have expectations about what is coming next, andare able to follow what is being said or written. The following section on thesemantic plane of language will enable us to define this link between text andcontext more precisely.

1.3.2 Text: Semantic Components of LanguageRegister is realized directly by the semantic plane of the language,21 whichconsists of three functional components or metafunctions (Halliday 1978,128133, 186188).22 The three metafunctions are ideational, sometimes treatedas separate experiential and logical components,23 interpersonal, and textual.These metafunctions, which will be defined below, illustrate the polysystemicnature of language; each metafunction can be described independently of theothers as a system of choices that relate to certain aspects of context and arerealized by certain structures. The structural (grammatical) realizations of thesemultiple systems are simultaneous; i.e., independent choices made in each of themetafunctions must be realized in overlapping grammatical structures. In otherwords, a single clause can be analyzed in terms of different structures whichreflect the realizations of the various kinds of meaning simultaneously in thatclause.

Ideational Metafunction

The ideational component on the semantic plane consists of experiential mean-ings and logical meanings. These are the functions associated with content,

21For an introductory discussion of the semantic system in the context of general systemictheory seeEggins 1994, and Martin 1992.

22Semantics is commonly understood to concern only what systemic theory includes in theideational metafunction. This common understanding is reflected in the work of Brian K.Blount(1995, 7), who uses systemic terminology derived from Halliday, but identifies seman-tics with the ideational metafunction and field variable, sociolinguistics with the tenor variableand interpersonal metafunction, and the textual metafunction and mode variable with gram-mar. However, field, tenor and mode are all sociolinguistic variables (i.e., components of the

context of situation), and are realized by ideational, interpersonal and textual meanings whichare all semantic components. According to Halliday, these are in turn realized in English bygrammatical structures through Transitivity, Mood and Theme systems, respectively.

23Martin (1992), for example, gives separate chapters to the logical and experiential meta-functions within what he calls the discourse-semantic level. I will distinguish these metafunc-tions in the proposed project, although they will sometimes be referred to together as theideational metafunction.


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with talking about the world as we conceive of it or hypothesize about it, or as wemight imagine it could be. These functions operate at various structural levels

of the text, as well as in a cohesive way at the level of the entire discourse. Thecohesive device of lexical relations is an example of experiential meanings operat-ing at the level of the whole discourse. Lexical relations include both taxonomicrelations between lexical items and expectancy relations. Taxonomic lexical re-lations are either class/subclass relations (e.g., / plant/wheat) orpart/whole relations (e.g., / blossom/plant). Class/subclass rela-tions include relations between two lexical items that are subclasses of the sameclass (e.g., / wheat/weed), as well as synonyms and antonyms.Likewise, part/whole relations include lexical items, of which both could beparts of a whole (e.g.,/ hand/foot). Expectancy relations, also calledcollocational relations, are relations between lexical items in which the presenceof a lexical item is predictable on the basis of the presence of another item (e.g.,/ board/boat24). Lexical relations, without regard for clause orother grammatical boundaries in a text, contribute to the cohesiveness of thetext, aiding the reader of a text in determining the experiential meanings of thetext.

Experiential Meanings Experiential meanings at the grammatical rank ofthe clause are those functions that reflect or represent processes, participants,and circumstances. For example, the following clause represents a single process,two associated participants, and a circumstantial element: - And great crowds followed him from Galilee,Decapolis, Jerusalem, Judea and beyond the Jordan (Mt 4:25). The verb-represents a process of following, the nominal group and

the pronoun represent participants in that process, and the prepositionalphrase represents a circumstance of spatial location of the pro-cess. In Hallidays analysis of English, experiential meanings are accounted forin clauses by the transitivitysystem (Halliday 1994, 102137 (chapter 5)). Thetransitivity system includes choices of process type and the configuration of pos-sible participants and circumstances which can be associated with a particularprocess type. (Since the term transitivityis used in traditional grammar to dis-tinguish verbs that are capable of taking a direct object [transitive verbs] fromother verbs [intransitive], I shall avoid the term in this study, using instead theterm process type.) In the following paragraphs we will examine the six processtypes: material, mental, behavioral, verbal, relational, and existential.25

24In fact,mbanw occurs 16 times in the New Testament, and each time it occurs with eitherploon or ploipion, which two words occur a total of 72 times in the New Testament (all inthe gospels).

25Eggins presents definitions of the six process types together with means for identifyingeach process type in English (Eggins 1994,227266). The following material draws on Egginsdefinitions. Reed only mentions five process types in his summary of Koine Greek grammarfrom a systemic functional perspective (Reed 1997,69).


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Material Processes Materialprocesses are processes ofdoingor action.A clause which reflects a material process can be read as the answer to a ques-

tion, What did x do? where do is a [usually] concrete, tangible action.Material processes have an obligatory participant, the Actor,26 which is thedoer of the action. The example from Mt 4:25 above is an example of a ma-terial process. great crowds is the Actor, the participant thatdoes the following. In this case the Actor is identified by the presence of anominative case subject of the verb. Actors in Greek are commonly identifiedonly by the morphology of an active verb. Although a material process alwayshas an Actor, the Actor may be suppressed through the use of a passive verb,as is commonly the case in the New Testament in the so-called divine passive(e.g., To you hasbeen given to know the mysteries of the kingdom of the heavens. (Mt 13:11)).The use of the passive does not necessarily suppress the Actor, however, sincethe Actor associated with a material process which is represented by a passiveverb can be explicitly realized by with the genitive (e.g., And they were being baptized in the JordanRiver by him. (Mt 3:6)). A second participant, the Goal of the action, isthe participant in some material processes to which the doing is done. In Mt4:25 cited above ( - ), the Goal isrealized by , indicating the participant to which the action of following isdone. Traditionally, the term transitive is used of verbs which require a Goal(whether it is made explicit in the clause or not), and intransitive is used ofverbs which do not take a Goal participant. Two related participants areRangeandBeneficiary. Range often looks like a Goal, but differs in that it restates orextends the process itself. Range is often a cognate accusative, e.g.,

I have fought the good fight (2 Tim 4:7), in which the partic-ipant extends the meaning of the process . It doesnot make sense to ask, What have I done to the good fight? in the same waythat it makes sense to ask of Mt 4:25, What did the great crowds do to him?Beneficiary is semantically what is traditionally called indirect object. In theclause give me this water (Jn 4:15), is theGoal of the process realized by , and is the Beneficiary of the process.

In addition to the participants, material processes share with other pro-cesses that they may also be accompanied by circumstantial elements, typicallyrealized by adverbial elements, including prepositional and participial phrases.Figure1.2 represents the range of choices available to a speaker or writer oncethe choice has been made to include a circumstantial element.27

Each square bracket in the figure represents a logical or system, in which

one and only one of the terms of the system can be chosen. Thus the system ofcircumstance includes seven terms: Extent, Accompaniment, Location, Matter,Manner, Role and Cause. When the system is entered, one and only one of these

26Throughout this study, functional labels defined within systemic theory are capitalized.27Figure1.2, as well as the definitions and probe questions to follow, is adapted from(Eggins

1994, 237239).


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circumstance

Extent

Accompaniment

Location

Matter

Manner

Role

Cause

duration (temporal)

distance (spatial)

time (temporal)

place (spatial)

means

quality

comparison

reason

purpose

behalf

Figure 1.2: System of Circumstances

terms must be chosen.28 Some choices in the system become entry conditions

for a further system of choices. For example, if the term Manner is chosen, themanner system is entered and one and only one of the terms Means, Qualityand Comparison must be chosen. Circumstantials are identified by consideringwhat the questions are that can be asked for which the circumstantials are theanswer. Following are questions that are helpful in identifying circumstantialstogether with an example of each of the seven terms of the system:Extent How long? (duration); How far? (spatial distance). In the followingexample, the opening prepositional phrases answer the question, How long (orsince when) has the kingdom of heaven suffered violence?

p d tn mern Iwnnou to baptistofrom but the days of-John the Baptist

Circ:extent

wc rtiuntil now

Circ:extent

28This does not mean that there cannot be more than one circumstantial element in a clause;clearly there can be. It means that each time the system is entered, only one term is chosen.More than one circumstantial element in a clause indicates that the system of circumstancemay be entered more than once.


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basilei tn orannthe kingdom of-the heavens

Actor

bizetai (Mt 11:12)has-suffered-violence/come violently

Process:materialFrom the days of John the Baptist until now, the kingdom of theheavens has suffered violence/come violently.

Location When? (temporal); Where? (spatial). In the following example,the initial participial phrase answers the question, When did he stand on alevel place? The closing prepositional phrase answers the question, Wheredid he stand after he came down with them? Note that in the absence of anexplicit subject the verb morphology in this clause realizes the Actor participant;the verb in this (and many other clauses) thus realizes both process and aparticipant.

Kaand

katabc metfl atncoming-down with them

Circ:location:time

sthhe-stood

Pr:material (Actor)

p tpou pedino (Lk 6:17)upon place level

Circ:loc:place

And coming down with them, he stood on a level place.

MannerHow? With what? (means); How? How x-ly? (quality); What. . .like? (comparison). In the first example immediately following, an-swers the question, How/with what/by means of what did you not anointmy head? In the second example, the prepositional phrase answers the ques-tion, How/with what quality is she to go? (Answer: Peacefully/in peace.)

la

with-oilCirc:manner:means

tn kefaln mou

the head of-meGoal

ok leiyac(Lk 7:46)

not you-anointedPr:material (Actor)

You did not anoint my head with oil.

poreougo!

Pr:material (Actor)

ec ernhn(Lk 8:48)in peace

Circumstance:manner:quality

Go in peace.

Cause Why? (reason); What for? (purpose); Who for? (behalf). Theprepositional phrase in the example below answers the question, For whomshould we buy food?

. . . mec

weActor

gorswmen

should buyPr:material

ec pnta tn lan toton

for all the people thisCirc:cause:behalf

brmata (Lk 9:13)food

Goal

. . . we should buy food for this entire people.


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Accompaniment With whom? The first prepositional phrase below, , answers the question, With whom did he enter the temple?

Kaand

esljenhe-entered

Pr:material (Actor)

sn atocwith them

Circ:accomp

ec t ern(Acts 3:8)into the temple

Circ:location

And he entered with them into the temple.

Matter What about? The genitive absolute construction in the examplebelow is generally translated as a temporal clause, but it does not really answerthe question, When? It answers the question, Concerning what matter/inwhat circumstance does the evil one come?

pantc koontoc tn lgon tc basileac ka m sunintocall hearing the word of the kingdom and not understanding

Circumstance:matter

rqetaicomes

Pr:material

ponhrc(Mt 13:19)the evil-one

Actor

Everyone who hears the word of the kingdom and does notunderstand, the evil one comes.

Role What as? The phrase below answers thequestion, What are you to make me as? / What role are you to place mein? The use of

here indicates role.

pohsnmake!

Pr:material (Actor)

meme

Goal

c na tn misjwn sou (Lk 7:46)as one of-the hired-hands of-you

Circumstance:role

Make me like one of your hired hands.

Mental Processes Mentalprocesses are processes of cognition (e.g.,,, , , ), perception (e.g., , , ,) and affection (, , , ).29 In contrast tomaterial processes, mental processes always have two participants: a Senser anda Phenomenon, even if the Phenomenon is not explicitly realized. The Senser,unlike an Actor of a material clause, is always a conscious agent, and the men-

tal process happens within the consciousness of the Senser. The Phenomenon isthe participant that is sensed. For example, in the clause who hear the word (Mk 4:20), realizes the mental (percep-tion) process,realizes the Senser, and the Phenomenon which

29These examples are taken from Reed (1997, 65).


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is sensed. The exception to the presence of a Phenomenon is the use ofprojec-tion, a grammatical construction which is characteristic of mental processes but

not material ones. Projection is a relationship between two clauses such thatone is projected by another, completing the process of the other. In the case ofa mental process, the projected clause functions in place of the Phenomenon.Consider Pilates question of Jesus in Mt 27:13: - Dont you hear how much they testify against you? is asimple clause which realizes a mental process of perception (hearing). This firstclause projects a second clause, , providing a furtherprocess (a verbal process, discussed below) that functions as the Phenomenonthat is sensed.30 The examples given here point toward two further processtypes. Verbal processes share in common with mental processes that they canbe realized by clauses that project other clauses. These will be discussed below.A second process type that is indicated here is one that shares characteristicsof both material and mental processes, namely thebehavioral process.

Behavioral Processes Behavioralprocesses are action or doing, like ma-terial processes, but actions that must be experienced by a conscious being. Theverb was given above as an example of a verb that can realize a mentalprocess of perception (hearing). But this verb can also realize a behavioral pro-cess when it is used in the sense of listening. When it is used in this way, thePhenomenon is frequently a genitive case nominal participant that realizes theparticipant being listened to rather than what is heard, e.g., in the following example.

t prbatathe sheep

Behaver

tc fwnc atohis voice

Phenomenon

koei (Jn 10:3)hear

Process:behaviorThe sheep hear his voice.

Verbal Processes Verbal processes are verbal actions performed by aSayer. Unlike the Senser of a mental process, a Sayer does not have to be a con-scious being, e.g., Butwe know that whatever the law says it says to those under the law [Rom 3:19],in which both and realize verbal processes with as Sayer.31

Maximally, a verbal process may (and frequently does) have a Verbiage partici-pant, and may have a Recipient (the verbal equivalent of a material Beneficiary)as well. Verbiage may be absent, as in the following example:

30Acts 19:26 contains a more complex example of a mental process clause projecting amaterial process clause: ka jewrete ka koete (Process: mental/Senser) // ti o mnon>Efsou ll sqedn pshc tc >Asac (Circumstance: location) Paloc otoc pesac(Actor)metsthsen(Process: material)kann qlon(Goal). Jn 9:31 contains an example of a mentalprocess of cognition clause projecting another clause: odamen ti martwln jec ok koei.

31Note that this is an example of a mental (cognitive) process clause (Odamen d) pro jectinga clause complex (beginning with ti) that itself consists of a verbal process clause (toc nt nm lale) projecting another verbal process clause (sa nmoc lgei).


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kaand

nefnhsenshe-exclaimed

Pr:verbal (Sayer)

kraug megl(Lk 1:42)with a-loud shout

Circ:mannerAnd she exclaimed with a loud shout.

If Verbiage is realized, it may be realized by a nominal element, e.g., in Mk 10:5:32

Prc tn sklhrokardan mnbecause of your stubbornness

Circ:cause

grayenhe wrote

Pr:verbal (Sayer)

mnto you

Recipient

tn ntoln tathnthis command

Verbiage

It was because of your stubbornness that he wrote you thiscommand.

Instead of Verbiage, the verbal process clause may project another clause orclauses that realize that which is verbalized, as in the following example fromMt 4:6:33

ka lgei at and he-says to him

Pr:verbal (Sayer) RecipientProjecting clauseE uc e to jeo if son. . . you-are . . . of God

Value. . . Pr:intenstive (Token) . . . ValueProjected [relational] clause

And he says to him, If you are GodsSon....

The processes discussed up to this point material, mental, behavioral, andverbal have in some sense all been processes of action. The remaining twoprocess types are processes ofbeingrather than action. Existential processes,which will be discussed below, are those in which something is simply statedto exist. Relationalprocesses, discussed immediately below, are those in whichsomething is stated to exist in relation to something else.

Relational Processes Relationalprocesses are a rich and varied processtype in which a relationship is established between two terms. This relationship

can be one of two sub-types, attributive or identifying. In the former sub-type, an Attribute is assigned to a Carrier, specifying a quality, classification,

32See also the clause in Mt 27:3 given above as an example of a projection of a mentalprocess: psa sou (Verbiage) katamarturosin (Pr:verbal/Sayer).

33In this case, the first clause of the projected clause complex realizes a relational process.For more on the analysis of relational clauses, see the following section.


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or description of the Carrier. In the latter, the emphasis is not on describingor classifying, but on defining. The participants in identifying processes are

called Token and Value. In addition to the distinction between attributive andidentifying sub-types, relational processes, whether attributive or identifying,can also be differentiated intointensive,circumstantialand possessiverelationalprocesses. Intensive processes are those in which sameness is posited betweenthe two terms of the relationship. In the following example from Mt 13:22, thesameness is posited between the word, which is identified from the precedingclause ( and the deception of wealthchokes the word) and its acquired attribute of fruitlessness.

kaand

karpocfruitless

Attribute

gnetai(Mt 13:22)it becomes

Pr:intenstive (Carrier)

And it [the word] becomes fruitless.

In Jn 6:35, the sameness is posited between the speaker () and thedescription, :

>EgI

Token

emiam

Pr:intenstive

rtoc tc zwc (Jn 6:35)the bread of life

Value

I am the bread of life.

Circumstantial processes are those in which a circumstantial element is at-tributed to or used to identify a participant. The first of the following examplesis a circumstantial attributive process and the second is a circumstantial iden-tifying process:

ka doand behold

dokcthe log

Carrier

n t fjalm so(Mt 7:4)in your eye

Attribute/Circ:location

And look! the log is in your eye.

mezwn totwngreater than these

Value/Circ:manner:comparison

llh ntolanother command

Token

ok stin (Mk 12:31)is not

Pr:circumstantial

Commands greater than these do not exist.

Possessive processes are those in which the relationship between the twoterms is one of possession. The first example of a possessive process whichfollows is identifying and the second is attributive.


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relational

attributive

identifying

intensive

circumstantial

possessive

Figure 1.3: Relational Processes System

tn gr toiotwnfor to such as these

Value/possessor

stnis/belongs

Pr:possessive

basilea tn orann (Mt 19:14)the kingdom of the heavens

Token/possessed

For to such as these belongs the kingdom of the heavens.

>Argrion ka qrusonsilver and gold

Carrier/possessed

oq prqeido not exist/belong

Pr:possessive

moi(Acts 3:6)to me

Attribute/possessorSilver and gold I do not have.

The system of relational processes is summarized in Figure 1.3. The curlybracket represents a logical and, specifying that both terms of the systemmust be chosen if the system is entered. As in Figure1.2, the square bracketsrepresent choices which must be made between terms of the system. In therelational system, either attributiveoridentifying must be chosen,andone andonly one of intensive, circumstantial, orpossessive must be chosen.

Existential Processes Existentialprocesses, in contrast to relational pro-cesses, have only one participant (not counting circumstantial elements), namelythe Existent, or that participant which is said to exist. Existential processclauses can frequently be translated by English existential clauses with thedummy subject there.34 For example:

34Cf. [pistesai gr de tn proserqmenon t je] ti stin [for it is necessary for the onecoming to God to believe] that he is (Pr:existential/Existent) (Heb 11:6).


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stin[there] is

Pr:existential

zhtn ka krnwn (Jn 8:50)the-one seeking and judging

ExistentThere is one who seeks and judges.

Existential process clauses, like other clauses, can include circumstantialelements, and it is not always easy to distinguish between such an existentialclause and a relational circumstantial process clause. The following clause isanalyzed as existential with two circumstantial elements:

gnetaiis

Pr:existential

qarjoy

Existent

npion tn gglwn to jeobefore the angels of God

Circ:location

p ni martwl metanoontiover one sinner repenting

Circ:cause

(Lk 15:10)

There is joy before Gods angels over one sinner who repents.

Summary of Process Types The summary of the process types in Fig-ure1.435 shows that this system represents experiential meanings at the levelof the clause. In the system of experiential meanings at the clause level, oneand only one process type must be chosen. The choice of whether to include acircumstantial element is independent of the choice of process type. The smallarrows pointing diagonally from left to right and downward indicate realization.Each process type is realized by a process and its accompanying participants.Optional participants appear in parentheses. The clause level, however, is notthe only lexico-grammatical level at which experiential meanings are realized.

Another important level at which to analyze experiential meanings is themorphological level, especially of the verb. In addition to the important resourceof circumstantials that New Testament Greek has at the clause level for realizingexperiential meanings related to time, there are the important morphologicalcategories of tense and aspect that have received considerable attention in recentyears.36 As Mari Broman Olsen (1997) has demonstrated, aspect itself cannotbe properly accounted for at a single level, such as the morphological level ofthe verb. She has demonstrated that aspect can be fully accounted for only inthe interplay between lexical aspect, which is a semantic property of particularverbs, and grammatical aspect, which is a semantic property of verb morphology.I mention this important area of research to emphasize that the grammaticalrealization of experiential meanings are not exhausted by analysis of clauses,but properly includes analysis of lower level constructions (such as verb phrases)

35This figure is adapted from Eggins (1994,228).36Stanley PortersVerbal Aspect in the Greek of the New Testamentis one major study that

draws on systemic concepts and notation (Porter 1989). Other significant studies of verbalaspect in Greek include those of Buist Fanning (1990), James Voelz (1993), and KennethL. McKay (1994). The recent dissertation by Mari Broman Olsen is also a significant study(Olsen 1994).


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clause

material

pr:material; Actor; (Goal)(Range)(Beneficiary)

mentalpr:mental; Senser; Phenomenon

verbalpr:verbal; Sayer; (Receiver)(Verbiage)

behavioralpr:behavioral; Behaver; (Phenomenon)

existentialpr:existential; Existent

relational

identifyingpr:identifying; Token; Value

attributivepr:attributive; Carrier; Attribute

circumstanceCircumstance

not

Figure 1.4: System of Process Types


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and lexical items. Nevertheless, clause level realizations, and process types inparticular, will be the focus of my analysis of experiential meanings in this study.

Logical Meanings As noted above, the ideational metafunction includes notonly experiential meanings but logical ones as well. Logical meanings are real-ized by relationships of coordination and subordination between clauses or otherstructural units, often through the use of conjunctions, relative pronouns, ellip-sis, and so on. In the discussion of process types above, each clause, whetherdependent, independent, or embedded in another clause, can be analyzed interms of process, participants and circumstances. This way of analyzing theclauses produces constituency structures. Logical meanings, in contrast to this,are associated with interdependency structures. The relationship between headwords and the words that modify them or are dependent on them (e.g., nounsand the adjectives and articles that modify them; verbs and the adverbs that

modify them) are examples of logical meanings. Another example is the relation-ship that holds between clauses in a text. The relationship between independentclauses and clauses that are dependent on them, as well as logical relationshipsbetween independent clauses in a text, are logical meanings. Logical meaningmust be taken into account in any ideational analysis. Nevertheless, the focus ofideational analysis in this study will be on experiential meanings at the clauselevel.37

Interpersonal Metafunction

Introduction: Text as Exchange The second metafunction, the interper-sonal component of the semantic level, has to do with the exchange that takesplace between speaker and listener or writer and reader. The functions withinthis component include giving or demanding information, expressing intention,assessing degree of probability, expressing attitude, and so on. These functionshave more to do with social interaction than with content. In Hallidays anal-ysis of English, the interpersonal component is associated with mood, modalityand person. These functions are realized in a variety of ways, from the use ofvocatives and the use of first and second person forms of identification to the useof distinctions between imperative and indicative moods and the use of modalsand negatives.

Since interpersonal meanings have to do with interaction or exchange be-tween people, they are most conspicuous in conversation or dialogue and leastconspicuous in formal texts written for a general audience. Nevertheless, lan-guage is social behavior, and by its very nature text is exchange. Languagecan be used to exchange information or goods and services. Information is

generally exchanged verbally, whereas goods and services can include materialobjects o

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